Panayon, Vilma L.2026-02-052001-03Panayon, V.L. (2001). Active learning in the physical education classes of tertiary schools in Baguio City and La Trinidad, Benguet. (Unpublished master’s thesis). University of the Cordilleras, Baguio City.https://dspace.uc-bcf.edu.ph/handle/123456789/411Physical education activities were not only programmed for those who are inclined to sports but also the young and old, male and female. Executive order No. 44 section 19(1), Article XIV of the 1987 Constitution states that "the state shall promote physical education and encourage sports programs, league competitions and amateur sports including training for international competition, to foster self-discipline, teamwork and excellence for the development of a healthy citizenry. To improve the teaching and learning process, of physical education classes, a particular goal, plan ground rules and time management should be followed so that one does not find himself unable to maximize time, hence, able to accomplish activities set for the day. Since active learning in physical education lies on the capability of the teacher, a factor that affects active learning, there is a need to motivate learners to actively perform. A synthesis on what they learn shall serve to motivate the enhancement of their psychomotor skills, thus maintaining a more relaxed body. It is also one way to help them become more skillful than mere speculators, help them finish the subject and have a sense of fulfillment. Active learning in this study does not connote hundred percent mastery of activities. In the field of physical education, it is not the number of skills executed that matters most particularly how skills are properly executed. Teachers need to value achievement, expect students to learn and try as hard as he or she can arrange things needed in the physical education classes. These learning motivators are translated into high proportion of appropriate learning time for all the students. Finally, active learning in this study does not only mean eagerness and liveliness of students in performing an activity, but their cooperation in the classroom activities. It maybe noted that it is not only how they respond lively to a particular lesson but their contribution and participation in the realization of learning are those that count most. The main aim of this study was to find out the extent of active learning in the physical education classes in Baguio City and La Trinidad, Benguet. It answered the following research problems: 1. What is the extent of active learning in the physical education classes (P.E. 1,2,3,4) of the tertiary schools in Baguio City and La Trinidad Benguet? 2. To what extent do identified factors contribute to the extent of active learning in the physical education classes? 3. What are the problems and degree of seriousness of these problems encountered by the students and faculty members in physical education classes? The descriptive-evaluative research method was used to measure the extent of active learning in the physical education classes. Extent of active learning in the physical education classes were computed using frequency and percentages and average weighted mean. The data gathering was in the form of observation. Likewise, interviews were conducted to determine student participation and validate those items in the observation This thesis presents the extent of active learning in the physical education classes, factors that contribute to the extent of active learning and the problems and degrees of seriousness encountered by students and faculty members in physical education classes. The following were the major findings: 1. Active learning in the physical education classes was rated often. 2. The identified factors always contribute to the extent of active learning in the physical education classes. These factors include the teacher, motivators, teaching approaches, and student participation. 3. Finally, the problems and degree of seriousness of these problems encountered by the students and faculty members were rated not serious. It is concluded that : 1. There is active learning in the physical education Classes in the tertiary schools of Baguio City and La Trinidad, Benguet. 2. There are identified factors that contribute to the extent of active learning. 3. Problems encountered by the students and faculty members in the learning and teaching process are not serious. The researcher recommends the following : 1. Active learning or student participation in the physical education classes should be given more emphasis because it is through this that students can explore knowledge by understanding how these concepts can be put into reality. 2. These identified factors should not be ignored by those in the teaching field, as well as students for these help in the development of being an effective learner and facilitator. 3. Teachers should be more enthusiastic in the teaching process to arouse student participation. 4. Teachers should relate the activities on academic orientation. 5. School administrators should provide sufficient equipment and facilities inasmuch as these have effects on student participation. 6. Educators should look into the educational contributions of the activities for the students to realize their significance and intensify them by encouragement as well as provide them enough information that they need to know. 7. Educators should set goals and plan ahead of time in order to maximize time and look into possibilities that classroom activities get done in less time. 8. Faculty members should encourage cooperative learning among students. 9. A teacher in physical education classes should be a major or a minor in this field. 10. A replication of the study to be made to include other fields of specialization.en-USThesis